Mar. 06, 2017
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending the monthly newsletter of the International Portal of Teacher Education, containing the latest articles on teacher education, pedagogy, and instruction that have been published in academic journals.

The upcoming new semester of our Online Academy opens March 12, 2017.
Join the many participants who have already registered to our various courses for improving and developing their teaching skills. If you wish to learn more about our online courses and programs, click here. We are looking forward to seeing you and your colleagues among our students! 

Wishing you interesting reading,

The MOFET Portal Team

March 6, 2017 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
March 2017
Featured Items
Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders
The authors are pre-tenured faculty at dissimilar institutions in different regions of the USA, who found themselves in similar, unenviable positions – both were assigned to administrative positions that they did not seek. This study is an investigation of their processes of becoming leaders and how they aligned and/ or conflicted with their espoused beliefs. The data revealed an evolution in the authors' practice and identities as leaders, in some ways paralleling the change stages of forming, storming, norming, and performing outlined in team-building models. Data analysis revealed an evolution in their practice and identities as administrators.
Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction
This article presents a measurement instrument (TERDS) to measure teacher educators’ self-reported researcherly disposition throughout their working lives. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘ valuing research’, (2) ‘being a smart consumer of research’, (3) ‘ being able to conduct research’, and (4) ‘conducting research’. Goodness of fit estimates were calculated, indicating good fit. The authors conclude that by using the instrument to explore differences between several subgroups of teacher educators, this study enhances empirical understanding of a previously ‘undiscovered’ and ‘neglected’ professional group.
Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy
The purpose of this paper is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. The results suggest that teacher educators who participated in the intervention express a stronger confidence towards conducting research, absorb more research into their own practice, and value the relevance of their role as a ‘researcher’ to improving their role as a ‘teacher educator’.
Secondary Preservice Teachers’ Knowledge of the First Amendment
This study aimed to investigate the level of knowledge of students’ First Amendment rights among secondary preservice teachers in various disciplines and their confidence in dealing with First Amendment issues in the classroom. The findings of this study provide evidence that when pre-service teachers have experience with a particular First Amendment issue, they have more confidence in their ability to deal with that issue in the classroom. For the majority of the preservice teachers in this study, when they had confidence in dealing with a particular issue, they were also an interventionist. However, preservice teachers who were less confident were more likely to seek advice from a fellow teacher or an administrator before taking any disciplinary action.
Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
The purpose of this research is to understand alternative certification candidates’ development as planners and implementers of Differentiated Instruction. This article presents three cases which introduces three female apprentices. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice’s ability to self-regulate. Apprentices with strong self-regulatory capabilities demonstrated a stronger ability to plan and implement Differentiated Instruction. This stronger ability is possibly due to the fact that teachers who engage in self-regulatory behaviors are more likely to know what is going on with students, and lessons.
March 2017
All Recent Items
Professional Development
Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction
Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program

Instruction in Teacher Training

Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings
Using Online Case Studies to Enhance Teacher Preparation
Looking Across the New Digital Divide: A Comparison of Inservice and Preservice Teacher Perceptions of Mobile Phone Integration
Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention*
Field-based Teacher Education in Literacy: Preparing Teachers in Real Classroom Contexts

Research Methods

A Transformational Journey: Exploring Our Multicultural Identities through Self-study
Navigating the Complexity of Qualitative Research in Postmodern Contexts: Assemblage, Critical Reflexivity, and Communion as Guides
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past

Mentoring & Supervision

Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders
Science and Mathematics Mentees and Mentors: Who Benefits the Most?*

Teacher Educators

Facilitating Professional Development during International Practicum: Understanding our Work as Teacher Educators through Critical Incidents
Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy

Teacher Education Programs

Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
Learning to Teach and Teaching to Learn: Supporting the Development of New Social Justice Educators

Preservice Teachers

Fieldwork With Infants: What Preservice Teachers Can Learn From Taking Care of Babies
Perceptions of Pre-service English Teachers towards the Integration of an LMS into English Language Teacher Education
Secondary Preservice Teachers’ Knowledge of the First Amendment
edTPA, Videotape, and Occupational Identity: A Study of Pre-service Teachers
Pre-service Teachers’ Science Beliefs, Attitudes, and Self-efficacy: A Multi-Case Study

Beginning Teachers

Considering the Social Context of Schools: A Framework for Investigating New Teacher Induction

ICT & Teaching

Reframing the Assignment: Evolutions, Not Revolutions, in Learning to Teach Writing with Digital Technologies
Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions

Theories & Approaches

Preparing Pre-service Teachers for the Profession: Creating Spaces for Transformative Practice
Exploring Ethical Tensions on the Path to Becoming a Teacher
Outcomes of Primary Teacher Education in Finland: An Exit Survey

Trends in Teacher Education

The Struggle for the Soul of Teaching and Teacher Education in the USA
South African Teacher Voices: Recurring Resistances and Reconstructions for Teacher Education and Development
March 2017
 
The newsletter contains references to all the new items added to the ITEC Portal.

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